Reference Framework for Planning Learning and Evaluation Activities

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Conversion of vocational training programs to the 2003 format In 2003, the components and the format of programs of study were revised in order to ensure the visibility of the competency and its components, and to add an achievement context and competencyrelated knowledge, skills, attitudes, perceptions and guidelines. At the same time, the analysis and planning tables and tables of specifications were replaced by the evaluation framework for the certification of learning. PROGRAM BEFORE JUNE 2003 Information scattered throughout the document Grid of learning focuses Harmonization NEW FORMAT including part of the analysis and planning tables Program goals Educational aims Essential information. The work process is no longer formally included in the grid, which is now referred to as the grid of competencies. General information. Restricted to the comparability of competencies. The tables are no longer included in the program: they are available on Inforoutefpt. Behavioural competency First-level operational objective Behavioural competency (2005) (behavioural objective) Expected behaviour Statement of the competency Specifications of the expected behaviour Elements of the competency Specific performance criteria Performance criteria General performance criteria Performance criteria for the competency as a whole Conditions for performance evaluation Achievement context Field of application (if applicable) Second-level operational objectives Competency-related knowledge, skills, attitudes, Learning focuses and guidelines perceptions and guidelines (analysis and planning tables) Duration of the module Duration associated with the competency (2005) Situational competency First-level operational objective Situational competency (2005) (situational objective) Expected outcome Statement of the competency Specifications Elements of the competency Learning context Phases (numbered and described under several headings) Instructional guidelines Participation criteria (review of phases) Second-level objectives, learning focuses and guidelines (analysis and planning tables) Duration of the module Duration of the competency (2005) Learning context Phases (unnumbered—information, participation and synthesis) Instructional guidelines Participation criteria (review of phases) Suggested competency-related knowledge, skills, attitudes, perceptions and guidelines 76 Appendix
Conversion of program analysis tables and tables of specifications 44 to the 2003 format (evaluation framework for the certification of learning) Program analysis tables, tables of specifications, and analysis and planning tables Analysis table Table of specifications Information on the evaluation Participation evaluation form Expected behaviour Evaluation focuses Observable aspects (indicators) Numbered criterion components Evaluation strategies Evaluation or weighting Learning focuses (analysis and planning tables) Information and instructions Examination procedure Materials Special instructions All headings NEW FORMAT (EVALUATION FRAMEWORK FOR THE CERTIFICATION OF LEARNING) Not included in the new format. The evaluation framework does, however, include an analysis table of the program. Evaluation specifications for certification purposes Description of participation (situational competency) or Description of the examination (behavioural competency) Evaluation form Specifications (behavioural competency) Statement of the competency Elements retained Indicators Unnumbered evaluation criteria Relevant information in the description of the examination Marks adding up to 100; marks are attributed to the evaluation criteria Not included in the new format Added: Note at the bottom of the specifications to indicate the minimum performance standard and pass/fail conditions, if applicable Description of the examination (behavioural competency) General information Procedure Materials Special instructions Evaluation form Same information 44. Including the headings of the analysis and planning tables related to evaluation. Appendix 77
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Reference Framework for Planning Le
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Production Team Very special thanks
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TABLE OF CONTENTS INTRODUCTION ....
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Lastly, the appendix contains instr
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From Learning to Competency 1 Vocat
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1.2 Acquiring new knowledge and kno
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competency with respect to the pers
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The following diagram illustrates t
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Complementary Roles and Aims 2 This
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Pedagogical differentiation Pedagog
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INSTRUCTIONAL PLANNING Whatever the
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The following sections describe the
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In a program of study, the statemen
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3.3 Evaluation framework for the ce
Page 34 and 35: Description of the examination or d
Page 37 and 38: Planning Activities to Help Student
Page 39 and 40: For teachers, helping students deve
Page 41 and 42: During exploration activities, the
Page 43 and 44: Practice • Appropriation of learn
Page 45 and 46: In this phase, the competency is de
Page 47 and 48: Depending on the students’ progre
Page 49 and 50: One way of introducing the students
Page 51 and 52: have mastered. The teacher will giv
Page 53 and 54: Observation involves precise measur
Page 55 and 56: Evaluation: A complex process The e
Page 57 and 58: Rigorous planning, a well-defined a
Page 59 and 60: The values underlying evaluation Ju
Page 61 and 62: Guidelines for timing evaluation an
Page 63 and 64: Diagnostic rating scale Prerequisit
Page 65 and 66: Evaluation Checklist with a uniform
Page 67 and 68: Knowledge, know-how and participati
Page 69 and 70: Evaluation checklist with a descrip
Page 71 and 72: 4.6 Evaluation to recognize compete
Page 73 and 74: Evaluation specifications Statement
Page 75 and 76: stage. For example, without interfe
Page 77 and 78: This needs-based approach leads to
Page 79: Educational institutions can develo
Page 82 and 83: expected performance levels. A shar
Page 86 and 87: Program analysis tables, tables of
Page 88 and 89: Check off the elements observed. Ch
Page 90 and 91: Evaluation checklist with a uniform
Page 92 and 93: Checklist with a uniform scale, sel
Page 94 and 95: 1- Dissatisfied 2- Somewhat satisfi
Page 96 and 97: Evaluation checklist with an assess
Page 98 and 99: Evaluation checklist with a descrip
Page 100 and 101: Self-evaluation of participation Li
Page 102 and 103: Information gathering tool Occupati
Page 105: GLOSSARY Criterion-referenced inter
Page 108: Québec. Ministère de l’Éducati
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Reference Framework for Planning Learning and Evaluation Activities

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